FINAL PAPER

PROBLEMS OF CLASSROOM MANAGEMENT IN SCHOOL

CLASSROOM MANAGEMENT SUBJECT

Lecture By Nasrun Ahmad, M.Pd.

Author by

Ako Caniyago (1688203007)

English departement 5 A

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN MUAHAMMADIYAH

KOTABUMI, NORTH LAMPUNG
2019
 PREFACE

Praise be to God Almighty for the blessings of his grace, and that we were given the
opportunity to be able to compile a working paper entitled "Problems of Classroom
Management in School " is properly and correctly, and on time.

This is a paper about "Problems of Classroom Management in School" to fulfill final

assignment. The compilers also thanked to Mr. Nasrun Ahmad, M.Pd. as the teachers/tutors in
Classroom Management subject.

Hopefully this paper can give a broader insight to the reader. Although this paper has
advantages and disadvantages. For advice and please his constituents. Thank you.

25 January 2019
Author

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 TABLE OF CONTENT

PREFACE...................................................................................................................................ii
TABLE OF CONTENT ............................................................................................................iii
ABSTRACT .............................................................................................................................. iv
INTRODUCTION ...................................................................................................................... 1
A. Background ...................................................................................................................... 1
B. Problem of Formulation .................................................................................................. 2
C. Objectives ........................................................................................................................ 2
D. Use ................................................................................................................................... 3
REVIEW OF LITERATURE ..................................................................................................... 4
A. Definirion of Problem ...................................................................................................... 4
B. Definition of Classroom Management ............................................................................ 4
C. Problem of Classroom Management ............................................................................... 4
DISCUSSION............................................................................................................................. 6
CONCLUSION AND SUGGESTION ..................................................................................... 11
A. Conclusion ..................................................................................................................... 11
B. Suggestion ..................................................................................................................... 11
REFERENCES ......................................................................................................................... 12

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 ABSTRACT

Classroom management (CM) is one of the most cited problems of pre-service teachers. This
Paper identifies classroom management problems, their causes, and possible ways to reduce
these problems in schools. The study aimed to identify the classroom problems that faced
teachers in schools. The study revealed that common classroom management problems were
related to students starting the class, bathroom passes, disruptive talking, absent work and
seeing support staff. Identified causes of these problems were seen as originating in:
overcrowded classrooms; parent neglect of the health conditions of children; and an
unhygienic and below-standard teaching and learning environment.

Keywords: Classroom
management, School, Classroom problems, Common classroom
management problems

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INTRODUCTION

A. Background
Classroom management (CM) is one of the most cited problems of pre-service teachers. This
study has a close look at the issue within a qualitative research design by problem solving,
coping strategies, and the sources of those coping strategies related to CM during teaching
practice

Classroom management (CM hereafter) is an important concern of every teacher; experienced

or novice, man or woman, old or young. Student teachers (STs hereafter) from English report
to experience handful of problems related to CM (Merç, 2004). According to Luo, Bellows,
and Grady (2000), for many graduate teaching assistants, controlling classroom environments
can be overwhelming. Even teachers with 25 years of experience can still face CM problems
(Kyriacou, 1991). When the component of a foreign language classroom is set, the situation
becomes even more problematic and uncertain (Fowler & Şaraplı, 2010).

The best way to do it is to have an existing and forthcoming CM problems, teachers from all
over the world are employing a number of strategies. Whether these strategies work well for
their classrooms, or the research area for teacher education researchers (Altınel, 2006; Baker,
Lang, & Lawson, 2002; Baker & Westrup, 2000; Demir, 2009; Nathan, 1995; Tahir & Qadir,
2012). For building an effective training model, there is an issue that is important for effective
language teaching. Therefore, this study will show insights into the pedagogical strategies of
STs employ to plan, organize, and motivate student learning. Today's STs are likely to
become tomorrow's professionals. An inquiry in helping STs becomes effective classroom
managers will benefit not only students but also teaching courses in faculties of education.
Furthermore, although it has been found in the teacher education research and language
teaching methodologies, there have been little research on the problems faced by STs face
while they are delivering lessons.

The term 'classroom management' is used by some terms in the language teaching arena
interchangeably. 'Classroom control' and 'classroom discipline' are the most commonly used
classes for classroom teaching. The term "classroom management" has its roots in the ideas of
the words "control" and "discipline" may be off-teachers as they are the authoritarian regime

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which deny students any rights and respect (Robertson, 1996). In its basic form, CM is
defined as composing the teachers about their use of space and time: where teachers stand and
who they look at; the way they ask questions and check understanding; the way they use their
voice (Prodromou, 1992). So, the goal of effective CM is to improve climate learning
(Qinglan, Junyan, & Shongshan, 2010; Tuncay, 2010). The fruitful outcome of a well-
prepared physical environment facilitates the learning and teaching process and functions of
the class participation of students. On the contrary, a dull, noisy and ill-prepared classroom
environment is a learning and participating activity, which in turn increases CM problems
(Kayıkçı, 2009).

It has been suggested that in order to achieve their classroom objectives, teachers must plan
discipline policies, derived from a list of all types of classroom activities, imagine pupils’
positive behaviour, design classroom rules, generate consequences for severe misbehaviour,
and plan systems that encourage motivation and participation (see Randall, 1985;
Egbuchulem, 1998).

It has also been noted that lesson objectives can only be achieved in a supportive classroom.
Thus, researchers in educational administration have been concerned with exploring and
improving teaching and learning relationships in the classroom. However, classroom activities
do not start and end within schools. Other factors that relate to the economy, government
policies and other social activities influence teachers’ and pupils’ classroom behaviour
(Adesina, 1992; Oghuvbu, 1997).

B. Problem of Formulation
The quality and quantity of pupils dropping out or failing the first learning certificate
examination has gone beyond expectation. The performance of pupils admitted into junior
secondary school Year One with the first learning certificate is also below expectations. This
situation brings to mind certain questions concerned with the influence of the type and quality
of classroom management. As a result, the writer designed this paper to provide answers to
the following questions: What are the common classroom management problems?

C. Objectives
The following research questions were raised and answered:

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1. What are the common classroom management problems in schools?

2. What are some of the causes of classroom management problems in schools?
3. What are the possible ways to reduce classroom management problems in fschools?

D. Use
The study specifically identified and examined classroom management problems. It also
examined the causes of and possible ways to reduce the existing classroom management
problems in schools

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REVIEW OF LITERATURE

A. Definirion of Problem
A distinction can be made between “task” and “problem.” Generally, a task is a well-
defined piece of work that is usually imposed by another person and may be burdensome.
A problem is generally considered to be a task, a situation, or person which is difficult to
deal with or control due to complexity and intransparency. In everyday language, a problem
is a question proposed for solution, a matter stated for examination or proof. In each case, a
problem is considered to be a matter which is difficult to solve or settle, a doubtful case, or
a complex task involving doubt and uncertainty.

B. Definition of Classroom Management

Classroom management refers to the wide variety of skills and techniques that teachers use to
keep students organized, orderly, focused, attentive, on task, and academically productive
during a class. When classroom-management strategies are executed effectively, teachers
minimize the behaviors that impede learning for both individual students and groups of
students, while maximizing the behaviors that facilitate or enhance learning. Generally
speaking, effective teachers tend to display strong classroom-management skills, while the
hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with
students who are not working or paying attention.

Classroom management is crucial in classrooms because it supports the proper execution of

curriculum development, developing best teaching practices, and putting them into action.
Classroom management can be explained as the actions and directions that teachers use to
create a successful learning environment; indeed, having a positive impact on students
achieving given learning requirements and goals (Soheili, Alizadeh, Murphy, Bajestani,
Ferguson and Dreikurs). In an effort to ensure all students receive the best education it would
seem beneficial for educator programs to spend more time and effort in ensuring educators
and instructors are well versed in classroom management.

C. Problem of Classroom Management

Teachers do not focus on learning classroom management, because higher education

programs do not put an emphasis on the teacher attaining classroom management; indeed, the

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focus is on creating a conducive learning atmosphere for the student (Eisenman, Edwards, and
Cushman). These tools enable teachers to have the resources available to properly and
successfully educate upcoming generations, and ensure future successes as a nation.
According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it
becomes increasingly more difficult for them to regain that control.

Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time a teacher
must take to correct misbehavior caused by poor classroom management skills results in a
lower rate of academic engagement in the classroom. From the student's perspective, effective
classroom management involves clear communication of behavioral and academic
expectations as well as a cooperative learning environment

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DISCUSSION

Starting Class
Problem:
Beginning of class procedures are essential. Without a consistent routine and enforced
expectations, students won’t be in their seats when the bell rings, and they might grow to
expect at least two minutes of socializing time at the beginning of every class period. The way
we begin class sets the tone for the entire period. How can this issue be addressed?
Solution:
At the beginning of the year, make it crystal clear that you expect them to not only be seated,
but also working on the bell ringer for the day when the bell rings. In my class, it’s daily
independent reading time. Every period, my students know that they need to have their books
open and already be reading them when the bell sounds. To encourage this behavior, I model
it. I sit on my chair at the front of the room, greet students as they enter, and let them observe
me reading my novel. Sometimes I take my novel to the door and read as students enter, a
visual reminder of what they should be doing immediately.
As an extra incentive, I also give students a one-point participation grade each day. Either
they are engaged in the bell ringer activity without being reminded, or they’re not. You can
easily track these points. During the last two minutes of my daily independent reading, I
quickly use a checklist to record everyone who earned a point for the day. One point means
they did, no points means they didn’t, and 1/2 a point means they forgot their book in their
locker, didn’t start reading immediatelywhen the bell rang but began without being reminded,
and etcetera (There are always exceptions!).

Bathroom Passes
Problem:
When students leave our class every single day, even if it’s just for five minutes at a time,
they are missing out on valuable instruction and learning experiences. Think about it. Five
minutes a day times 180 days…that’s 900 minutes of class! Of course, medical issues arise,
and I’m more than willing to accommodate for students who have legitimate reasons to use
the bathroom on a regular basis, but those situations are few and far between.
Solution:

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Each nine weeks, I give my students five restroom passes. I don’t print them off. I just explain
that they have five times during that nine weeks that they can miss my class to tinkle without
penalty. In order to document their usage of the passes, I have a chart on a clipboard by the
door. The chart has six columns: one with students’ names in alphabetical order and five that
are each titled “Pass 1,” “Pass 2, ” and so on. Each time a student uses the bathroom, they
write the date next to their name on the chart. This way, they don’t lose the passes, and there
is a visible reminder of how many times they have gone.

I would never tell a student they can’t go to the bathroom. It’s illegal. But, this approach does
minimize the number of times students leave during my class. It’s a fact. If you have no
restroom policy whatsoever, high school students figure that out, and they purposely plan
their bathroom break for your period. There’s no consequence, and they can maximize their
socializing in the hallway without rushing to go between classes.
In the rare case that a student needs to use the restroom more than those five times, I call their
parents and discuss the issue with them. I explain that I would like their child to spend five
extra minutes with me on the day after they use the bathroom (before school, after school,
during lunch – parents’ choice) because it’s a recurring issue so that I can catch them up on
what they have missed. It usually only takes one of these discussions to remedy the issue.

Disruptive Talking
Problem:
When students talk during your direct instruction, it’s a disruption, and it’s disrespectful. For
that reason, this is often the issue that frustrates educators the most. It’s nearly impossible to
prevent students from talking, but there are some strategies that work more effectively than
others when addressing the dilemma.

Solutions:
1. Make eye contact. It’s harder for a student to continue talking at an inopportune time
if they know you are onto them.
2. Invite them into the lesson. When one of my students doesn’t respond to the eye
contact method, I use their name, and ask them a purposeful question. “Luke, have
you written a paper like this before? Can you tell me what your favorite or least
favorite part was?” I don’t try to trick them or embarrass them by asking a question I
know they can’t answer. I just subtly let them know where I want their attention.
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3. Proximity. So maybe the talking continues even after eye contact and invitation to the
discussion. Next, I try proximity. If I’m standing by a student while I’m teaching, they
have to be intentionally and blatantly disrespectful in order to continue their disruptive
behavior.
4. Call parents or send to office. On a rare occasion (Friday the 13th, a blue moon, a
pig flies, etcetera), I will encounter a student who doesn’t seem phased by any of my
usual protocol. If I know a student is purposefully defying my number one and only
classroom rule (Be respectful), I call their parents that day to discuss the issue. If the
problem is truly distracting, and other students are not able to learn because of the
noise, I ask the student to wait for me in the hallway until I have time to speak with
them one-on-one, or I send the student on a pass to the dean’s office. Rarely is this the
case.
5. Consider: You may find it beneficial to lessen the amount of time you are spending
on direct instruction. If you find you are having repeated issues during times when you
are “on the stage,” try allowing students more control with additional student-centered
work time. Also, sometimes offering students different choices of what they can work
on during lectures helps to engage more learners.

Absent Work
Problem:
The last thing you want to do at the beginning of class is have a line of five students waiting
to collect absent work as they watch you running around, trying to find stacks that are missing
or buried, or realizing you ran out of copies of the worksheet they need. All this while the rest
of the class sits and socializes.

Solution:
I’ve tried many different options for handling absent work. Ultimately, it comes down to your
organizational strengths and tendencies as a teacher. Two approaches have been the most
successful for me.

1. Digital: If you’re riding the digital wave, it’s easy to organize assignments on your
platform. It’s also simple to quickly make notes about what you do in class each day.
If you can keep up with updating your lesson plans and uploading assignments, all you

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really need to tell students is that everything they need is on Google Classroom, or
Haiku, or Blackboard — whatever system you use.
2. Traditional: Some students and/or parents don’t have access to technology at home
or simply prefer paper copies. With this approach, students are assigned an
accountability partner at the beginning of the year. If a student’s partner is absent, he
or she is supposed to collect an extra assignment for that person. If you’ve ever tried
this method, you know it doesn’t always work. Maybe both partners are absent, or
maybe one forgets. So why do I do this? Simply assigning these accountability
partners prioritizes absent work in my mind. Some students will remember to collect
their partner’s homework. They will remind me they need an extra paper, which
reminds myself to make sure I have extras set aside for all absent students for that
period. I have accountability partners write the missing person’s name on their papers,
paperclip them together, and put them in a folder for that hour: 1st hour, 2nd hour,
etcetera. When students ask for their late work, I simply get it out of the folder and
hand it to them.

Seeing Support Staff

Problem:
Secondary teachers witness a lot of drama. Fights, breakups, gossiping, family tension —
teenagers have difficulty focusing in class because of issues like these. Often, they ask to go
see their counselor, the principal, or a favorite teacher when they are upset. Other times, they
ask to call their parents or go see the nurse. I also frequently have students ask to return a
book to the library during English class. Whatever the request, students are always wanting to
see support staff during class time.

Solution:
As educators, we have to make our expectations clear at the beginning of the year (as with
any rule). I tell my students the best time to visit support staff is before school, during study
hall, or after school. Still, they ask. When they do, I encourage them to wait until a more
opportune time. “Let’s see if we can wait until the end of class.” or “I’d be happy to write you
a pass to see your counselor during your study hall. Does that work?” If they persist, I let
them go. It’s not a battle worth fighting. However, teachers should definitely call parents if
the scenario becomes routine or chronic.

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These solutions have given me peace of mind and provided a smoothly run classroom for
years. Take these ideas and run with them, tweak them to fit your circumstances, or toss them
entirely. I often find that my classroom management issues reduce significantly when I’ve
spent time building relationships with students.

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CONCLUSION AND SUGGESTION

A. Conclusion
The problems in the classroom, and general schools, are considered one of the most serious
factors facing the component of education process, such as parents, teachers, educational
administrators, and supervisors, also vandalism, theft, destruction of property, failure in the
school, poor study accomplishment, lack of educational facilities such as equipment and
technology, the physical environment, and the violence against teachers and students. All
these issues could be threaten the whole educational process.
that common classroom management problems are centered around starting the class,
bathroom passes, disruptive talking, absent work and seeing support staff. The causes of
classroom management problems were viewed as originating in overcrowded classrooms,
parental neglect of the health condition of children, an unhygienic and non-conducive
teaching and learning environment, and under-age pupils resulting from parents' over-
declaration of children’s age. It has been possible to reduce classroom management problems
be to reduce the number of pupils in a classroom, and that number should be set according to
approved standards. It was also thought that the government, non-government organizations,
and private individuals should help provide writing materials to pupils from the poor homes,
especially in rural areas. The government should provide nurses and health facilities, and
Teachers should teach with appropriate instructional aids. This study also found that teachers
'views do not significantly influence teachers' views on the causes of a common classroom
management problem in schools.

B. Suggestion
The following recommendations are made for adequate utilization of these findings: parents
should provide schools with the health records of their children; nurses should be employed in
schools; classroom rules should be followed; assistant teachers should be employed to assist
classroom teachers; and school administrators should keep and utilize records of pupils' health
as a means of solving classroom management problems.

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REFERENCES

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Management and Supervision, Osiefe-Abeokuta. Educational Industries (Nigeria) Ltd.
Egbuchulem, S.I. (1998) Towards Effective Classroom Management, in K.A. Ughamadu &
N. S. Okoye (Eds) Principles, Methods and Strategies for Effective Teaching, 150
159. Agbor: Kmesuo Educational Publishers.
Oghuvbu, E.P. (1997) The Use of Instructional Supervision Techniques by Principals in
Ughelli North Local Government Area of Delta State, Delta Journal of Educational
Development, 2(5), 120-126.
Oghuvbu, E.P. (1998) Classroom Management Problems in Urban Primary Schools in Delta
State, West African Journal of Research and Development in Education: Calabar,
5(4), 80-85.
Randall, S.S. (1985) Discipline in the Secondary Classroom: a problem-by-problem survival
guide. The Center for Applied Research in Education. New York: West Nyack.
Moskowitz, G.; Hayman Jr., J.L. (1976). "Success strategies of inner-city teachers: A year-
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Baker, J., & Westrup, H. (2000). The English language teacher’s handbook. London:
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Demir, S. (2009). Teacher perceptions of classroom management and problematic behaviors
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socialization: A study of beginning English teachers. Pakistan Journal of Social

Sciences, 32(1), 21-37.
Prodromou, L. (1992). Mixed ability classes. London: MacMillan.
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